The aim of the work was to determine the quantitative, qualitative composition and taxonomic structure of the eubacterial complex in the rhizosphere of sugar beet under different fertilizer systems. Microbiological methods were used to determine the content of microorganisms in the rhizosphere of sugar beet. Molecular methods were used to determine taxonomic structure as well as metagenome of the eubacterial complex of microorganisms. In the agrocenosis of sugar beet under different fertilizer systems the representatives of such families were prevailed as Alcaligenaceae, Pseudomonadaceae, Nitrososphaeraceae, Gaiellaceae, Micrococcaceae, Solirubrobacteraceae, Streptomycetaceae, Intrasporangiaceae, Solimonadaceae, Syntrophobacteraceae, Xanthomonadaceae, Enterobacteriaceae, Nocardioidaceae, Hyphomicrobiaceae, Comamonadaceae. It was found that under the biological system of fertilizers the species diversity of soil microbiota increased due to phyla: Alcaligenaceae, Gaiellaceae, Solirubrobacteraceae, Streptomycetaceae, Solimonadaceae, Syntrophobacteraceae, Xanthomonadaceae, Enterobacteriaceae, Nocardioidaceae, Hyphomicrobiaceae, Hyphomicrobiaceae. It was detected that the basis of the eubacterial complex of sugar beet included representatives of phyla Proteobacteria, Actinobacteria, Gemmatimonadetes, Chloroflexi, Acidobacteria, Firmicutes, Planctomycetes, Verrucomicrobia, Bacteroidetes, and the absolute dominants were Proteobacteria – 76.9%, Actinobacteria – 13,4 %.

The results of many years of research in the field of the biological method of protecting vegetable and fruit crops from pests and diseases, carried out at the Institute of Plant Protection and ITI "Biotekhnika" NAAS, are presented. The optimal norms, terms, sequence and frequency of their application in agrocenoses of fruit and vegetable crops of open and closed ground have been determined.

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The experience of foreign countries in responding to COVID-19 in education is analyzed and the recommendations of leading international organizations on the organization of instruction under the pandemic are summarized. The formats of the international community's response to the challenges of COVID-19 and the complexity of initiatives implemented within global guidelines, taking into account the national context, are revealed. The procedures for emerging from lockdown by countries are highlighted.

Abstract. Main objective. The article deals with the key factors of the virality of media content in social networks and technical university students' media literacy in social networks. Methodology. We analyzed the concept of virality and generalized the reasons that affect the popularity of the information posted in social networks. The three main groups of virality factors were singled out: content (its subject and form), the audience and the specific character of a social network. We have also analyzed the content of the three most popular Ukrainian media in Facebook: "Ukrayinska Pravda", "Hromadske TV" and "TSN" to define the virality factors in modern Ukrainian conditions. The study was conducted in National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" (Kyiv, Ukraine). In addition quantitative analysis of 10 closed ended responses, qualitative analysis of 5 open ended responses and focus group discussion experts were done. The study population included students (n =1100) of the fourth course and 10 experts (professors in the fields of engineering (5 persons), pedagogics (2 persons) and social communications (3 persons)). Results and conclusions. Due to the study results there are few most popular content topics (politics, war in eastern Ukraine and basic needs) that cause the virality of information. Given the specificity of the algorithm for ranking posts in Facebook news line, we traced the reasons for the popularity of certain materials, which are caused by the situation in the country, emotions, induced by the publication, type of content and time of users' activity in the social network. The survey questionnaire captured the attitudes of students about the social networks and their role in everyday life and professional development, found out what 351Social media influence on public opinion and youth behavior percentage of students uses social networks for educational purposes, revealed whether the students trust to information from posts in social networks, as well as their reactions to messages. The qualitative analysis found out the reasons why students use or do not use social networks for their educational purposes, why are they joining or are not joining social networking groups that discuss political topics, why do they react or do not react on insults in social networks, why do they always (do not always) critically analyze information in social media, why do they think it is necessary (not necessary) to implement media literacy courses in the university. The focus group discussion revealed how social networks have influenced education, factors impacting social networks use for education, how the experts foresee the role of social networks in education and collected opinions about the media literacy as a part of engineering curriculum. Overall the observations found out weak spots in students' media literacy. Thus, it is necessary to implement media education in technical universities to teach students to become media "literate" in order to participate responsibl...